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Friday, April 12, 2013
LATINOS IN HIGHER ED CONEXIONES NEWSLETTER
Wednesday, April 10, 2013
NewFuturo.com/LEAD and join the movement!
| LEAD New Futuro Updates: resources to share with your networks, 04/10/2013 | ||||
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CALL FOR PAPERS SPECIAL ISSUES: WOMEN GENDER, AND FAMILIES OF COLOR JOURNAL
Women, Gender, and Families of Color, a multidisciplinary journal published by the University of Illinois Press, is currently seeking manuscripts for three forthcoming Special Issues. Deadlines and contact information appear below. Please visit http://www.press.uillinois.
Jennifer Hamer
Professor
Departments of American Studies
and African and African American Studies
Three Calls for Papers
Race, Gender, and Disability
Abstracts Due: 6/1/13
Manuscripts Due: 10/20/2013
Despite discourse on gender/sexuality and race/ethnicity or gender and disability, there are few studies about the intersections of race, gender and disability from a critical perspective. This issue will focus on articles that analyze these intersections from different disciplinary perspectives. Categories include interrogations into the lives of people of color and white subjects from a critical whiteness perspective; gender as it encompasses interrogations of femininity, masculinity, transgender, or intersex subjectivity and any form of sexual expression and identity and their intersection; and disability to encompass impairment and the socio-cultural aspects that accompany it. Topics include but not limited to:
*Family caregiving or parenting at the intersections of gender/race/disability
*Lived experiences of disabled women/people of color
*Representations of disability in families of color in films and literature
*News and media representations of race, disability and gender/sexuality
*Historical analysis that highlights these intersections (e.g., eugenics)
*Policy, activism and interventions that empower disabled people of color
*Articles connecting disability studies, queer theory and women’s studies to critical race theory and critical whiteness studies
*Analysis of policies related to education, employment, immigration and incarceration that centers on the intersections of race, gender and ability.
Contact: Guest-Editors Sandy Magana, maganas@uic.edu; Liat Ben Moshe, lbenmosh@uic.edu, University of Wisconsin
The State of Child Welfare for Children and Families of Color
Manuscripts Due: June 30, 2013
What does the child welfare system mean to children and families of color in the US? It has long been a site of struggle for families of color. In the 1970s, the National Association of Black Social Workers issued a statement against the placement of black children in white foster or adoptive families and Native American activists achieved the passage of the Indian Child Welfare Act. Today children of color are among the almost 700,000 children in foster care, about half of whom experience chronic medical needs and eleven percent of whom age out of the system with no permanent family placement. This troubling data raises questions about the relationship of the child welfare system to racial/ethnic minority children and families.
This special issue is soliciting manuscripts that explore the historical and contemporary issues, circumstances, policies, practices, and outcomes of child welfare for children and families of color; which includes multiracial/ethnic or transracial/transcultural foster care and adoptive families. Editors are particularly interested in historical, social, and behavioral science approaches to the following broad topics:
*foster care and adoption
*guardianship and kinship
*placements, welfare policies, and permanency
*aging out of state care and outcomes
*transnational comparisons on any of the above
other topics that fit the general subject matter
Contact Editor Jennifer F. Hamer, Jhamer@KU.edu Guest-Editor Margaret Jacobs, University of Nebraska-Lincoln
U.S. Immigration:
Women’s Rights and Realities
Manuscripts Due: 12/15/13
Women and families across racial and ethnic groups have historically moved to the US in search of better living conditions, safety, and opportunities. These women disproportionately suffer from poverty, assault, unfair labor practices, poor health, a lack of health services, and ambiguous protections and educational access for themselves and their children.
This special issue is devoted to scholarship that explores the historical and contemporary social, economic, cultural, and political aspects of living as documented/undocumented women of color emigrants. Possible topics include but not limited to:
*separation from children, partners, and kin
*emotional challenges
*abuse and violence
*reproductive rights and health care
*labor issues
*managing families and households
*living conditions
*documented and undocumented women
*legal rights and protections
*education
Contact: Editor, Jennifer Hamer, JHamer@KU.edu Guest-Editor, Jacqueline McLeod, Metropolitan State University of Denver
Jennifer Hamer
Professor
Departments of American Studies
and African and African American Studies
Editor, Women, Gender and Families of Color
Abandoned in the Heartland: Work, Family, and Living in East St. Louis
A George Gund Foundation Book in African American Studies
Friday, April 5, 2013
The Fulbright Scholar Program, sponsored by the U.S. Department of State, is administered by CIES, a division of IIE
The Fulbright Scholar Program, sponsored by the U.S. Department of State,
is administered by CIES, a division of IIE.
Twitter<https://twitter.com/
| Google+<https://plus.google.
| My Fulbright<http://www.cies2.
Opening Minds to the World(r)<http://www.iie.org/
The 2014-2015 Fulbright U.S. Scholar Program
core competition is now open.
The Fulbright Scholar Program offers teaching, research or combination teaching/research
awards in over 125 countries for the 2014-2015 academic year. Opportunities are available for college and university
faculty and administrators as well as for professionals, artists, journalists, scientists, lawyers, independent
scholars and many others.
This year, there are over 15 awards available within the field of Religious Studies.
Moreover, All Discipline awards offered in all regions of the world welcome teaching and/or research proposals in any
area of study, including interdisciplinary projects.
In order to meet the changing needs of academia and develop new
options to better accommodate the interests and commitments of today's scholars, the program has introduced several
innovations to the 2014-2015 program, including: Fulbright Flex Awards<http://www.cies.org/us_
Fulbright Postdoctoral/Early Career Awards<http://www.cies.org/us_
Salary Stipend Supplements<http://www.cies.
and Teaching English as a Foreign Language<http://www.cies.org/
Interested faculty and professionals are encouraged to learn more about these opportunities, and hundreds of others, by
visiting the Catalog of Awards<http://catalog.cies.
The application deadline for most awards is August 1,
2013. U.S. citizenship is required. For other eligibility requirements and detailed award descriptions visit our
website at http://www.cies.org/us_
is administered by CIES, a division of IIE.
Twitter<https://twitter.com/
| Google+<https://plus.google.
| My Fulbright<http://www.cies2.
Opening Minds to the World(r)<http://www.iie.org/
The 2014-2015 Fulbright U.S. Scholar Program
core competition is now open.
The Fulbright Scholar Program offers teaching, research or combination teaching/research
awards in over 125 countries for the 2014-2015 academic year. Opportunities are available for college and university
faculty and administrators as well as for professionals, artists, journalists, scientists, lawyers, independent
scholars and many others.
This year, there are over 15 awards available within the field of Religious Studies.
Moreover, All Discipline awards offered in all regions of the world welcome teaching and/or research proposals in any
area of study, including interdisciplinary projects.
In order to meet the changing needs of academia and develop new
options to better accommodate the interests and commitments of today's scholars, the program has introduced several
innovations to the 2014-2015 program, including: Fulbright Flex Awards<http://www.cies.org/us_
Fulbright Postdoctoral/Early Career Awards<http://www.cies.org/us_
Salary Stipend Supplements<http://www.cies.
and Teaching English as a Foreign Language<http://www.cies.org/
Interested faculty and professionals are encouraged to learn more about these opportunities, and hundreds of others, by
visiting the Catalog of Awards<http://catalog.cies.
The application deadline for most awards is August 1,
2013. U.S. citizenship is required. For other eligibility requirements and detailed award descriptions visit our
website at http://www.cies.org/us_
Thursday, April 4, 2013
AAUP Report Condemns Terminations of Tenured Faculty Appointments at Southern University, Baton Roug
Report Condemns Terminations of Tenured Faculty Appointments at Southern University, Baton Rouge
A new investigative report released by the American Association of University Professors concludes that administrators at Southern University, Baton Rouge (SUBR), used a declaration of financial exigency to terminate the appointments of tenured professors and sidestep the faculty’s participation in decisions to restructure the university’s academic programs. In doing so, the board ignored existing AAUP-recommended procedures for financial exigency that it had adopted in 1987 as a condition of its removal from the AAUP’s list of censured administrations.
The AAUP authorized the investigation, conducted last September by a committee chaired by Professor Edward F. Sherman (Tulane University), after receiving complaints from SUBR faculty members that the administration had laid off tenured professors with no provision for the hearing before a faculty committee called for by the Association’s widely accepted academic standards and with as little as thirty days’ notice. The tenure terminations followed a 10 percent furlough mandated for all faculty members after the board of supervisors declared financial exigency on the basis of a $1.5 million budgetary shortfall in October 2011. The faculty senate had asserted that the budgetary shortfall stemmed in significant part from the administration’s decision to shift money from the academic budget to the athletics program and the laboratory school. Immediately after voting to declare financial exigency, the board adopted new procedures for implementing exigency that were not vetted by the faculty. In November, the provost instructed department chairs to submit, within a period of days, recommendations of department colleagues to be targeted for layoff. At the same time, a reorganization of the university’s nine colleges into five moved forward for board approval without the faculty’s knowledge.
The administration issued notice to nineteen tenured professors between February and May 2012. In some cases, department chairs were unaware that members of their department had been selected for layoff. Professors who received notice had seven business days to file an appeal with the chancellor. All appeals to him were denied, except for one from an appellant who had been notified erroneously.
Under AAUP standards, terminations of tenured faculty appointments on grounds of financial exigency may take place only after a determination by the faculty that a demonstrably bona fide financial crisis exists that threatens the institution as a whole and that all feasible alternatives to faculty layoffs have been exhausted. The faculty bears responsibility for identifying the criteria for terminating appointments and the appropriate group or individual to determine which appointments to terminate. Any faculty member so identified has the right to a hearing before a faculty committee before a final decision is made.
The investigating committee found “the administration’s ex post facto changes to the faculty handbook, adopted on the day the board declared financial exigency, to be an apparent attempt to avoid the existing standards of the board and handbook.” The report concludes that the SUBR administration, in declaring financial exigency, restructuring academic programs without consulting the faculty, and terminating the nineteen tenured faculty appointments, disregarded fundamental AAUP principles, thereby weakening the climate for academic freedom that tenure is designed to protect. Of particular concern to the committee was the administration’s virtual exclusion of the university’s faculty from decision making where the faculty’s involvement is crucially important. Equally troubling was the administration’s decision to release senior professors on such short notice: a mere four months in the first round of layoffs and then, in the second wave, a woefully scant four weeks at best.
“By laying off nineteen senior professors on short notice, while simultaneously deducting 10 percent from the salaries of all faculty members through mandatory furloughs, the SUBR administration managed to combine the worst of two worlds,” says AAUP Associate General Secretary Jordan E. Kurland.
Southern University, Baton Rouge, is the flagship campus in the Southern University system, a public, historically black, land-grant university system with five campuses in Louisiana. With an enrollment of approximately seven thousand students, SUBR is one of the country’s top ten producers of baccalaureate degrees awarded to African Americans.
Publication of the investigating committee’s report was approved by the AAUP’s Committee A on Academic Freedom and Tenure, which at its June meeting will formulate a statement on the SUBR cases that may recommend censure to the 2013 annual meeting of the Association in mid-June.
The mission of the AAUP is to advance academic freedom and shared governance, to define fundamental professional values and standards for higher education, and to ensure higher education's contribution to the common good. By joining, faculty members, academic professionals, and graduate students help to shape the future of the profession and proclaim their dedication to the education community. Visit the AAUP website and Facebook. Follow us on Twitter
Center for Applied Linguistics Summer Professional Development Institutes 2013
CAL is offering a series of summer professional development institutes in Washington, DC this year. First in the series is the Spanish Literacy Institute.
Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
Instituto de lectura y escritura en español -- Cómo fomentar el desarrollo de la lectoescritura en español en los grados K-6
May 20 - 21, 2013
9:00 am – 4:00 pm
Savoy Suites Hotel, Washington, DC
The Spanish Literacy Institute is designed for teachers, specialists, and coordinators who provide support or instruction in the Spanish language in developmental and transitional bilingual, heritage language, language immersion, or dual language settings. This institute will be framed by an understanding of Spanish language arts standards and successful program design.
Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute.
About our Presenters
- Mariana Castro, a special guest presenter from the WIDA Consortium, will provide an overview of WIDA’s Spanish Language Development (SLD) Standards and present ways in which the standards can be implemented in K-12 bilingual classrooms.
- Dr. Julie Sugarman, Center for Applied Linguistics, will outline how effective dual language/bilingual education programs that promote linguistic and cultural equity provide a strong foundation for instruction in Spanish.
- CAL presenters, Dr. Igone Arteagoitia and Ms. Kathleen Davin, will share strategies and practical tools for providing literacy instruction in Spanish and for developing metalinguistic awareness in students that will lead to academic success in both Spanish and English.
______________________________
About CAL’s Summer Institutes
CAL Institutes provide research-based strategies and practical, hands-on tools to help you develop effective classroom practices, including helping you to address the demands of the Common Core State Standards.
Spanish Literacy Institute
May 20-21, 2013
What’s Different About Reading - Training of Trainers
June 3-5, 2013
Hot Topics in ELL Education
June 24-26, 2013
Multiculturalism in the Classroom
June 27-28, 2013
SIOP Training of Trainers
July 8-11, 2013
Researched-based Vocabulary Instruction for English Learners – Grades K-12
July 12, 2013
What’s Different About Reading - Direct Strategies
August 6-8, 2013
Note: CAL respects your privacy. If you do not wish to receive electronic messages in the future, please let us know atcalnews@cal.org.
Tuesday, April 2, 2013
Firefox en Lenguas Indígenas de México
Firefox en Lenguas Indígenas de México
http://www.mozilla-mexico.org/firefox-en-lenguas-indigenas/
http://www.mozilla-mexico.org/firefox-en-lenguas-indigenas/
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